پیش بینی فرسودگی تحصیلی بر اساس باورهای¬انگیزشی با نقش واسطه¬ای پایستگی تحصیلی

الموضوعات :

روح الله صالحی تبار ¹ , رحیم داوری ² , حسین ابراهیمی مقدم ³

1 - دانشجوی دکتری روانشناسی تربیتی، دانشگاه آزاد اسلامی، رودهن، ایران.
2 - استادیار گروه روانشناسی، دانشگاه آزاد اسلامی، رودهن، ایران.
3 - دانشیار گروه روانشناسی، دانشگاه آزاد اسلامی، رودهن، ایران.

تاريخ الإرسال : 21 الأحد , رجب, 1444 تاريخ التأكيد : 09 الجمعة , صفر, 1445 تاريخ الإصدار : 26 الخميس , ربيع الأول, 1447

الکلمات المفتاحية: باورهای انگیزشی, پایستگی تحصیلی, فرسودگی تحصیلی.,

ملخص المقالة :

هدف این پژوهش پیش‌بینی فرسودگی ­تحصیلی بر اساس باورهای­انگیزشی با نقش واسطه­ای پایستگی تحصیلی در دانش­آموزان دوره دوم  متوسطه بود. طرح پژوهش توصیفی از نوع همبستگی مبتنی بر روش مدل­یابی معادلات ساختاری بود. جامعة آماری شامل کلیة­ دانش­آموزان دوره دوم متوسطه شهر همدان در سال تحصیلی ۴۰۱ -۱۴۰۰ بودند. تعداد ۳۰۴ دانش­آموز با روش نمونه­گیری خوشه­ای چند مرحله­ای انتخاب شدند. برای جمع­آوری داده­ها از پرسشنامه­های فرسودگی تحصیلی (Maslash, 2002)، راهبردهای­انگیزش ­یادگیری (Pintrich & DeGroot, 1990) و پایستگی تحصیلی (Martin & Marsh, 2008) استفاده شد. نتایج مدل­یابی معادلات ساختاری نشان داد که پایستگی تحصیلی و مولفه­های­کارآمدی و ارزشگذاری به صورت منفی و مستقیم، اضطراب به صورت مثبت و مستقیم فرسودگی تحصیلی را پیش­بینی می­کنند(0/01>p). مولفه­های­کارآمدی و ارزشگذاری به صورت مثبت و مستقیم، اضطراب به صورت منفی و مستقیم پایستگی تحصیلی را پیش­بینی می­کنند(0/01>p). مولفه­های­ کارآمدی و ارزشگذاری به صورت منفی و اضطراب به صورت مثبت با نقش واسطه­ای پایستگی تحصیلی، فرسودگی تحصیلی را به پیش­بینی می­کنند(0/01>p).

المصادر:


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